Autonomy in Teachers of Family and Consumer Sciences: Factors Contributing to Educational Decision Making

Abstract

This exploratory study examined Family and Consumer Sciences (FACS) teachers’ perceptions of autonomy and factors influencing such perceptions. Participants were 84 FACS teachers in Illinois. Findings included (1) higher scores in both general and curriculum autonomy were positively related to independent planning/teaching methods (p<.001 and p<.05, respectively); (2) higher general autonomy scores were positively related to use of FACS resources (p=.05); (3) higher curriculum autonomy scores were negatively related to the influence of people outside the immediate educational setting (e.g., parents) (p<.05). Overall, independent planning/teaching methods and use of FACS resources facilitated teaching autonomy, while input from people outside the immediate educational setting was perceived as a deterrent to autonomy.